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- 2928 4th St. Apt. 14
- Melanie Pensak
Establish rapport and ensure joint attention with the child as it is important for the child to see the therapist's face.
Establish imitation skills of large to small movements.
Simultaneous production of targets first slowly then becoming faster.
Direct Imitation of targets using multimodal cues first slowly then becoming faster.
When the rate is normal and targets are produced without struggle, change the prosody of targets.
Fade out the tactile cues.
Fade out the sign cues.
Produce across environments for generalization.
First therapy starts with blocked mass repetitions of targets and then becomes more varied over time. Shorter less frequent blocks targeting spontaneous production (e.g. answering questions) before adding new targets.
Shorter more frequent sessions are best. For example, 3-4 times a week for 30 minutes.
Over the last 13 years in practice, I have enjoyed working with a variety of children with CAS. It has encouraged me to gain more knowledge on this area through continuing education.
They learn tactile visual cues and carryover successful approximation targets from therapy into daily therapy activities for a few minutes 5-6X a day.
I feel comfortable incorporating AAC (low and high tech) supports into the therapy goals for children with CAS. Some of my past clients have used visual support systems to honor their vocabulary and syntax skills as well as language skills. One of my current clients uses high tech assistive technology, and we use this system in our sessions. The child will answer questions or produce requests with his talker, and we target the appropriate movement patterns and sound combinations as well.